Multiple Intelligences Survey

English Language Teaching, 2016

While most research studies on the theory of multiple intelligences focused on the application of the multiple intelligences domains as separate components, this quasi-experimental research targeted the effect of multiple intelligences as integrated abilities for teaching and learning English at higher education. The purpose of this study was to examine the impact of students' multiple intelligences profiles on their motivation and language proficiency. The quantitative data was collected from the students of the College of Languages and Translation at Al-Imam Mohammad Ibn Saud Islamic University in Saudi Arabia. The researchers prepared a Likert scale questionnaire to identify students' multiple intelligences. The participants formed two groups from male and female students who studied English courses at level 3. The first group studied English in a traditional classroom where they relied on memorizing grammatical rules while the second group studied English after identifying their multiple intelligences profiles. Using the Statistical Package for the Social Sciences software (SPSS), data analysis results indicated that ineffective teaching strategies that depended on encouraging learners memorizing language rules hindered students from boosting their language proficiency. The analysis of the data also showed that when students became aware of their multiple intelligences profiles, they managed to enhance their motivation, which helped them improve their language skills. The recommendations of the current research provide creative ideas for using multiple intelligences at higher education, including a model for integrating multiple intelligences for teaching English. The current research is also a contribution in teaching English to college students since it is among only a few studies that have applied Gardner's theory at higher education.

Of the seven different ways we learn, schools focus on only two. Add the other five, and you increase the chances of success. By Bruce Campbell This paper attempts to provide a solution to teaching students with differences. Many teachers resist with finding ways to reach individual learning styles and desires. One teaching method that can accommodate for this variety of learning styles is Howard Gardner's Multiple Intelligences. This article attempts to provide a brief indication of the eight multiple intelligences associated with Howard Gardner's theory. Each of the intelligences encompasses certain characteristics and these characteristics lend themselves to particular professions, discussed in the paper. The article also suggests specific teaching methods and ways for educators to incorporate the intelligences into their daily lesson planning for practical use in the classroom. This, in turn, allows each child to learn in a way that is associated to his or her strengths, solving the age-old dilemma of how to meet the individual differences of individual students.

Recent educational research indicates that learners differ in their preferences for learning mode and strategies. Implications for instruction and assessment are discussed as they relate to the Theory of Multiple Intelligences of H. Gardner (1983). One of the principles of the "Learner Centered Psychological Principles" of the American Psychological Association (Principle 11) stipulates that learners have unique abilities and talents and have acquired different preferences for how they learn, as well as different preferences for how they respond to learning situations. Gardner's Theory of Multiple Intelligences exemplifies Principle 11 and is implicated in Principle 12, which states that the development of a child and the way the child interprets life experiences is influenced by his or her education. The Theory of Multiple Intelligences describes seven forms of human competence that are relatively independent: linguistic; logical-mathematical; spatial; bodily-kinesthetic; musical; interpersonal; and intrapersonal intelligences. Some programs in use in schools today apply Gardner's theory. The Key School in Indianapolis (Indiana), the Arts PROPEL program in Pittsburgh (Pennsylvania) , and Project Spectrum are three examples. Preliminary results from teachers in these programs suggest that students are more motivated and that at-risk students can excel. Implications for educational practice are discussed. Three tables summarize some important points from the discussion. (Contains 11 references.) (SLD) *

Current Psychology, 2009

In all, 187 participants completed a new, self-report measure of eight multiple intelligences , a General Knowledge test (Irwing et al. Personality and Individual Differences 30:857-871, 2001), a measure of Approaches to Learning Styles (Biggs 1987), a measure of the Big Five personality traits (Costa and McCrae 1992), as well as gave their own estimated scores on the Gardner (1999) multiple intelligences. Alpha co-efficients were modest with only three of the eight test-derived, multiple intelligence scores being over .70. 'Linguistic' and Mathematical intelligence alone were correlated with General Knowledge. Five of the eight 'intelligences' were correlated both with Extraversion and Openness. Regressions indicated that 'Intrapersonal intelligence' was closely linked with Stability and Conscientiousness; 'Interpersonal intelligence' with Extraversion; 'Linguistic intelligence' with Openness; 'Mathematical intelligence' with Agreeableness and Conscientiousness. Correlations between self-estimated and test-derived emotional intelligence showed correlations ranging from r=.18 to r=.56 for similar type 'intelligences'. This study provides modest evidence for the concurrent and construct validity of this measure. It requires more psychometric evidence of validity before it is used.

Journal of College Teaching & Learning (TLC), 2011

While a plethora of research exists concerning Gardner’s theory of Multiple Intelligences (MI), virtually all of the research is focused on grades K-12. Few research studies on MI have been conducted with college students. The present study explores and profiles the Multiple Intelligences of community college students (N = 90) enrolled in online courses during the summer of 2006. The study is the first in a series of ongoing research that will explore MI theory among community college students. An overall profile of the students’ Multiple Intelligences are presented as well as descriptive comparisons between male and female profiles, selected majors and course type comparisons. Implications and recommendations for further MI research are also discussed.

Journal of Education and Training Studies

Exploring learning style and multiple intelligence type of learners can enable the students to identify their strengths and weaknesses and learn from them. It is also very important for teachers to understand their learners’ learning styles and multiple intelligences since they can carefully identify their goals and design activities that can teach to the different intelligences, and design student-centered activities. This study aims to reveal secondary school students’ multiple intelligences and learning styles. It also aims to describe gender differences and the relationship between learning styles and multiple intelligences of the students. The research study employed a quantitative research design and the data were collected from the students of a state school in the winter term of 2015-2016 Education Year. The data were gathered by means of the two instruments: The Perceptual Learning-Style Preference Questionnaire (PLSPQ), and the Multiple Intelligence Inventory. It was obser...

2008

In this study, we present the latest version of the Multiple Intelligences Profiling Questionnaire (MIPQ III) that is based on Howard Gardner's (e.g., 1983Gardner's (e.g., , 1999) MI theory. The operationalization of nine MI scales is tested with an empirical sample of Finnish preadolescents and adults (n = 410). Results of the internal consistency analysis show that the nine MIPQ III dimensions have satisfactory reliability coefficients with the sample. Results of the inter-scale correlation analysis show that (1) Logical-mathematical intelligence correlates positively with Spatial intelligence; (2) Linguistic intelligence correlates positively with Intrapersonal intelligence; (3) Linguistic and Intrapersonal scales correlate positively with the Spiritual and Environmental intelligences. Results of the correlation analysis between the gender, age and the MI scales show that (1) Males in both samples have higher self-rated Logical-mathematical intelligence than females; (2) Females rate their linguistic abilities higher than the males. The results of CFA show good generalizability characteristics of the MIPQ III scales. Our findings give important information to teachers and educators on how gender influences the self-perception of students' abilities.

2018

The paper deals with multiple intelligences in adjusting teaching materials and students’ individual potentials. The research study was designed as a quantitative study which involved applying descriptive methodology to both a sample of 100 students of engineering management and their coursebook. The intelligence profile of the coursebook, Market Leader (Intermediate) was determined by the Checklist of Activities for Each Intelligence (Safranj & Zivlak, 2018), which is categorized into seven modalities of intelligences. Then, the Multiple Intelligence Test (Chislett & Chapman, 2006) based on Gardner’s Multiple Intelligences (MI) model was used to identify students’ intelligence profiles. The results of the study revealed a ratio between the students and coursebook’s MI profiles. Since the coursebook, as one of the main components of English foreign language curriculum, should meet the specific needs of learners in a given situation, the results obtained may help in the future design...

EDULEARN proceedings, 2017

The theory of multiple intelligences, launched by Howard Gardner in recent years, proposes that humans possess not only one but eight or more relatively autonomous intelligences. According to Gardner, human intelligence should not be taken as a single character that every person has in variable degree. Instead, human individuality relates to personal levels of innate or acquired multiple intelligences. Every one of these multiple intelligences has different levels as well as particular cognitive processes and development. Only two of these intelligences (linguistic and logical and mathematical) are currently tested at schools with the intelligence quotient (IQ) test. In order to fill this gap, we decided to investigate the status of multiple intelligences from students following the second year from the Chemistry Pharmacology and Biology curricula (QFB) in the Faculty for Higher Studies Zaragoza, UNAM. To this end, a questionnaire was applied, addressing the following areas of intelligence, as defined by Gardner: oral linguistic, logical and mathematical, musical, visual spatial, bodily kinesthetic, interpersonal, intrapersonal and naturalistic. The questionnaire contains 112 questions and is meant to allow the students to determine by him or her what is the level of their own talents, potentials and intelligences. Sixty QFB students were tested. The results were scrutinized in relation to sex, age and scores obtained thus far during their university studies. A chi square test was used to analyse our results, which will serve to determine the personal status of intelligences development from our students. These results will also give us an opportunity to discuss with our students which are the areas of individual intelligence that require more attention and to assist them with academic activities that will help them to increase their development.

The influence of multiple intelligences on learning styles in teaching and learning, 2020

The purpose of the study is to investigate the relationships between the multiple intelligences and learning styles. The quantitative approach was the method used in the research. A sample of freshman and sophomore students as a non-random systematic sample was selected to be investigated in the research. A structured questionnaire was used to gather the primary data from the students in the study. Chi-square test for independence is used to explore the relationship between multiple intelligences and learning styles' categorical variables. Based on multiple intelligences-learning styles crosstabs outputs, there is an association between multiple intelligences dimensions: studying, problem-solving, equipment functioning, subject choosing, and telling a story and visual, auditory, and kinesthetic learning styles. According to Pearson Chi-Square values as well as on values of Cramer's V there is an association between multiple intelligences and learning styles. Maximum 10-15 lines.